Information Package / Course Catalogue
| Course Code | : ENT252 |
| Course Type | : Area Elective |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : English |
| Work Placement | : N/A |
| Theory | : 2 |
| Prt. | : 0 |
| Credit | : 2 |
| Lab | : 0 |
| ECTS | : 4 |
The aim of this course is to help pre-service teachers to understand the relations between English vocabulary, semantics and discourse, develop their teaching skills with integrated language skills approach and to learn teaching / learning strategies that support vocabulary teaching.
Focuses on analyzing the relationship between English vocabulary, semantics and discourse as well as developing the skills of teaching through integrated language skills approach; students are given the opportunity to assess types of English vocabulary, word formation and their different meanings within the context; covers elements of vocabulary teaching in the classroom and various types of text that can be used in the classroom, resources such as dictionary and review, and vocabulary instruction techniques. This course also focuses on exams that could be used to assess English vocabulary knowledge and vocabulary learning/teaching strategies that support students' vocabulary learning.
| Assoc. Prof. Güliz TURGUT DOST |
| 1. | Will be able to make comparisons between different vocabulary learning theories and approaches. |
| 2. | Will be able to examine and evaluate the studies related to the field. |
| 3. | Will be able to evaluate different learning situations |
| 4. | Students can identify the relationship between lexical structures and structural language forms and classify their knowledge. |
| 5. | Students can distinguish the types of exams that can be used to measure English vocabulary. |
| 6. | Students will be able to use appropriate teaching techniques for phrases, phrases and learned vocabulary. |
| 1. | Fan, M.Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The Modern Language Journal, V : 87, pp.222-241.2. |
| 2. | Fraser, C.A. (1999). Lexical processing strategy use and vocabulary learning through reading. SSLA, V: 21, pp. 225-241.3. |
| 3. | Groot, A.M.B. and Keijzer, R. (2000). What is hard to learn is easy to forget: The roles of word concreteness, cognate status, and word frequency in foreign language vocabulary learning and forgetting. Language Learning, V: 50 (1), pp.1-56.4. |
| 4. | Hill, M. and Laufer, B. (2003). Type of task, time-on-task and electronic dictionaries in incidental vocabulary acquisition. IRAL, V:41, pp.87-106.5. |
| 5. | Horst, M. et al., (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, V: 11(2), pp.207-223.6. |
| 6. | Horst, M. et al., (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, V: 11(2), pp.207-223.6. |
| 7. | aufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, V: 19(2), pp.255-271.10 |
| 8. | Schmitt, N. And Zimmerman, C. B. (2002). Derivative word forms: What do learners know? TESOL QUARTERLY, V: 36(2), pp. 145-171. 15. |
| 9. | Weche, M. B.and Paribahkt T.S. (2000). Reading-based exercises in second language vocabulary learning: An introspective study. The Modern Language Journal, V: 84,pp. 196-213. |
| 10. | Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review, V: 59(4), pp.567-587.11 |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 8 | 1 | 4 | 40 |
| Lecture - Practice | 6 | 1 | 3 | 24 |
| Reading | 7 | 2 | 0 | 14 |
| Practice Examination | 2 | 3 | 3 | 12 |
| Midterm Examination | 1 | 3 | 1 | 4 |
| TOTAL WORKLOAD (hours) | 94 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | PÇ-14 | |
OÇ-1 | 3 | 1 | 4 | 2 | 4 | 4 | ||||||||
OÇ-2 | 5 | 5 | 5 | 5 | 4 | 4 | ||||||||
OÇ-3 | 5 | 5 | 3 | 3 | 3 | 3 | ||||||||
OÇ-4 | 5 | 5 | 5 | 5 | 5 | 5 | ||||||||
OÇ-5 | 5 | 5 | 5 | 5 | 2 | 2 | ||||||||
OÇ-6 | 4 | 4 | 4 | 4 | 4 | 4 | ||||||||